Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? I didn't know much about GM and GBL.
W = What do you want to learn? How can we create more GBL
L = What have you learned? (we'll do this last one later)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Going through the presentation, as a PDHPE teacher, i have realised that i have already started to do this. The best part is that i can use technology to enhance the on-going learning through things like app based leaderboards. The theory lessons will become more enjoyable as I incorporate what i have learnt in the presentation
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
Challenge - How can i create a treasure map using technology to guide learning?
Creating different paths (choose your own adventure) will help with differentiating students to come to the same final outcome.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Needs to have clear rewards - this helps keep the students engaged.
rules but not ones that restrict learning - guidelines! - needed to also name the bone before removing it
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Premiers reading challenge has clear direction and allows students to freely choose their own books. It also helps people who are challenged when it comes to reading. There is a strong process for students to ask teachers and parents for help.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
There is a background story which helps the learner/reader to identify with all the elements of the learning task. There is a progression which gives certificates to the learner as they finish each level. It has mainly category 3 components with some category 4 mixed in.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
file:///Users/chris/Desktop/Game%20basesd%20thinking%20task.pdf /Users/chris/Desktop/Game basesd thinking task.pdf
Have you filled in the evaluation? Have you found the bonus level content?
4.1 - A student describes and analyses the influences of a sense of self
4.7 - A student identifies the consequences of risk behaviours and describes strategies to minimise harm.
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? I didn't know much about GM and GBL.
W = What do you want to learn? How can we create more GBL
L = What have you learned? (we'll do this last one later)
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Going through the presentation, as a PDHPE teacher, i have realised that i have already started to do this. The best part is that i can use technology to enhance the on-going learning through things like app based leaderboards. The theory lessons will become more enjoyable as I incorporate what i have learnt in the presentation
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.Challenge - How can i create a treasure map using technology to guide learning?
Creating different paths (choose your own adventure) will help with differentiating students to come to the same final outcome.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Needs to have clear rewards - this helps keep the students engaged.
rules but not ones that restrict learning - guidelines! - needed to also name the bone before removing it
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Premiers reading challenge has clear direction and allows students to freely choose their own books. It also helps people who are challenged when it comes to reading. There is a strong process for students to ask teachers and parents for help.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
There is a background story which helps the learner/reader to identify with all the elements of the learning task. There is a progression which gives certificates to the learner as they finish each level. It has mainly category 3 components with some category 4 mixed in.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.file:///Users/chris/Desktop/Game%20basesd%20thinking%20task.pdf
/Users/chris/Desktop/Game basesd thinking task.pdf
Have you filled in the evaluation? Have you found the bonus level content?
4.1 - A student describes and analyses the influences of a sense of self
4.7 - A student identifies the consequences of risk behaviours and describes strategies to minimise harm.